DB .
Writing a Draft of the Personal Document
Revising your writing provides you the chance to ensure your ideas are clear and effective prior to submitting the final draft. At times it can be challenging to see problematic areas in your own writing; this is where peer feedback can be very beneficial.
Prepare: Complete the assigned Unit 4 Reading and Learning Activities. Preview the Unit 4 Assignment details.
Review the topic ideas and prewriting you posted to the Unit 3 Discussion Board as well as the feedback you received from your classmates. Make any necessary adjustments to your topic, audience, and main point. That will prepare you to write a rough draft of your blog post.
Post: Post Your Draft
Using your prewriting ideas and feedback that helped you to choose one topic, audience, and purpose, write a 2–3-paragraph rough draft of your Unit 4 Assignment and post it to the Discussion Board. This is going to be a rough draft, so do not worry if it needs editing and revision. All drafts need work.
Include a bit of self-reflection as well so the class knows how to best help you:
· What aspects of your draft do you think could use development?
· What aspects of your draft do you think are strong?
· Which areas of your draft are you still working on?
· Include an open-ended question about any issue your initial post raises which your classmates can help you with.
Respond: Respond to classmates’ postings
Make comments and ask questions about two classmates’ drafts. Be sure to address the following points:
· What was the purpose of the document?
· Who is the intended audience?
· If you were the audience, would you be helped by the writer’s points and use of personal experience? How so?
· Are there places where more needs to be said?
· Using your knowledge of the revision process, what suggestions could you make for revising this draft?
Review a sample student Discussion Board post.
Discussion requirements
Initial post should:
· demonstrate effectively developed paragraphs
· be on topic
· be original
· contribute to the quality of the discussion
· make frequent and informed references to the unit concepts
ASSIGNMENT
Expressing Yourself Informally
For the Unit 4 Assignment, you will write a 1–1.5-page, double spaced, informal and personal blog post on an issue that is in some way relevant to your field of study and that you have personal experience with.
According to The Social Psychology Network, a blog, “short for "web log," is an online journal or record of sequential postings with news, commentary, or other material” (2017). Like an essay, a blog post establishes and develops a clear point about a topic or issue. Depending on the topic, audience, and purpose, a blog can be formal or informal. A blog written by an individual, for example, tends to be about his or her experience with the topic and is written in first person.
Imagine for this Assignment that you have created your own blog site and that you are writing a post for your blog .
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
As a team, you are to do your research and develop a PowerPoint wi.docxdavezstarr61655
As a team, you are to do your research and develop a PowerPoint with voice over presentation that can be used to make a formal presentation to the VP of HR. Please note you are making this presentation to your Professor who is the VP of HR for this company.
Remember in your project work you have address the cost of purchase which should include the cost of customization to convert the off-the-shelf purchased system into a ready to use turn-key HRIS/Payroll integrated solution for the company. Also training costs of current employees in the use of the new system should be included. You also have to clearly lay out the benefits of the two
Your paper and presentation has to also include a ROI Analysis and Commentary based on research you do on ROI for HRIS Acquisitions.
There are two deliverables for this project:
First, you are to Prepare a PowerPoint Presentation for the VP of HR. The PowerPoint Presentation should be a voice over Presentation using VoiceThread.
Second, a report should be written as though you were giving it to your client the VP of HR. It should be clear, concise, and well thought out. Writing should be professional and clean.
Not to go over 20 page-count, however, it should be thorough.
· Include all aspects of the assignment grading criteria.
· Cite in text when using thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting.
· Include a reference page for source(s).
· Put the paper title information on a separate page.
· Use 12-point font (Arial, Times Roman), double spaced, and 1" margins as a standard format.
· Do not include extra lines between paragraphs, and so forth.
· Grammar, punctuation, spelling, and so forth, will all be taken into consideration when awarding points.
· Proofread your paper before submitting; spell check is not foolproof.
· Writing content is critical. If you make a statement, for example, "All people who break the law should improve their communication skills to stay out of jail," you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement.
Treat this assignment as a real-world situation. This will give you the opportunity to practice how you would research and provide information as an HRM professional.
Course Syllabus
Course Description
Provides a framework for conducting and evaluating independent research in the fire
service by examining the basic principles and methodology for analyzing current fire-
related research.
Course Textbook(s)
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th
ed.). London, United Kingdom: Sage.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Locate, evaluate, and analyze fire-related research.
2. Demonstrate the application .
Course SyllabusCourse DescriptionPresents the fundamen.docxvanesaburnand
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
This document provides a course syllabus for a fire service personnel management course. The 3-credit course examines personnel issues in fire-related organizations, including topics like personnel management, organizational development, and collective bargaining. It uses a textbook on fire officer principles and practice. The course aims to help students identify and analyze personnel management issues, formulate recommendations, and explore organizational development and leadership styles. It consists of 8 units that include study guides, learning outcomes, readings, assignments like essays and presentations, and discussion boards. Assignments require applying concepts to real-world scenarios and include rubrics for grading.
Online Teaching and Learning
It is one of the most popular types of distance education
It continues to increase for the broader students
It is a part of E-learning
Online teaching is very common for secondary and higher education programs.
The population and institutions that use online learning increased over the last years.
What is Online Teaching and Learning?
Online teaching is a way to escape from the traditional classes.
Join a course or an institution which is far away from you
Study when you want, 24 hour a day and
Be more independent for your learning in your life.
Benefits from online teaching
The only thing that you have to do as a student is to have an access to a computer and Internet.
Computer is the main tool for reading and evaluation
Based on online software that includes different tools and functions
For Online teaching content is delivered synchronously and/or asynchronously.
The content is usually provides as digital textbooks and handouts, or videos etc.
Course content developed by week, section etc,
Tools and Content
Instructors have to guide students from “the other side”
They have a different and supporting role
They use email, forums, discussion boards or instant messaging to contact, interact or evaluate their students
Design and build their courses based on online software that includes different tools and functions that are easy and useful for learners.
Teacher - Instructor
Students have their own responsibilities
They have to develop their new knowledge as they interact with the online environment.
Students use their computer online to interact with their instructor
Their evaluations essays, poster, presentation have to deliver online and digital to their teachers.
Student - Learners
7
Virtual Teams and Protecting Information Assets- Case 4
The Case Assignment for this module involves your analysis of what is known, somewhat known, not known, or "known" but wrong in the area of the management of virtual teams. Since this phenomenon is relatively new, there isn't a large body of knowledge specifically about such teams. Most of the advice floating around about virtual teams comes from one or more of four types of sources:
· The small number of academically respectable research studies on virtual teams
· The very large body of research done on the management of teams generally (dating back to the 1930s and of somewhat questionable generalizability due to differences in tools, culture, society, and just about everything else)
· The modest but steadily increasing body of informal or "practice wisdom" information, generally made available through blogs or other Internet sources
· The quite large body of essentially uninformed but ready-to-be-shared opinion about the topic, also Internet-available
The first two bodies of information are generally easy to identify and distinguish; they'll be found in academic journals, conference transactions, and other such sourc.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
As a team, you are to do your research and develop a PowerPoint wi.docxdavezstarr61655
As a team, you are to do your research and develop a PowerPoint with voice over presentation that can be used to make a formal presentation to the VP of HR. Please note you are making this presentation to your Professor who is the VP of HR for this company.
Remember in your project work you have address the cost of purchase which should include the cost of customization to convert the off-the-shelf purchased system into a ready to use turn-key HRIS/Payroll integrated solution for the company. Also training costs of current employees in the use of the new system should be included. You also have to clearly lay out the benefits of the two
Your paper and presentation has to also include a ROI Analysis and Commentary based on research you do on ROI for HRIS Acquisitions.
There are two deliverables for this project:
First, you are to Prepare a PowerPoint Presentation for the VP of HR. The PowerPoint Presentation should be a voice over Presentation using VoiceThread.
Second, a report should be written as though you were giving it to your client the VP of HR. It should be clear, concise, and well thought out. Writing should be professional and clean.
Not to go over 20 page-count, however, it should be thorough.
· Include all aspects of the assignment grading criteria.
· Cite in text when using thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting.
· Include a reference page for source(s).
· Put the paper title information on a separate page.
· Use 12-point font (Arial, Times Roman), double spaced, and 1" margins as a standard format.
· Do not include extra lines between paragraphs, and so forth.
· Grammar, punctuation, spelling, and so forth, will all be taken into consideration when awarding points.
· Proofread your paper before submitting; spell check is not foolproof.
· Writing content is critical. If you make a statement, for example, "All people who break the law should improve their communication skills to stay out of jail," you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement.
Treat this assignment as a real-world situation. This will give you the opportunity to practice how you would research and provide information as an HRM professional.
Course Syllabus
Course Description
Provides a framework for conducting and evaluating independent research in the fire
service by examining the basic principles and methodology for analyzing current fire-
related research.
Course Textbook(s)
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th
ed.). London, United Kingdom: Sage.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Locate, evaluate, and analyze fire-related research.
2. Demonstrate the application .
Course SyllabusCourse DescriptionPresents the fundamen.docxvanesaburnand
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
This document provides a course syllabus for a fire service personnel management course. The 3-credit course examines personnel issues in fire-related organizations, including topics like personnel management, organizational development, and collective bargaining. It uses a textbook on fire officer principles and practice. The course aims to help students identify and analyze personnel management issues, formulate recommendations, and explore organizational development and leadership styles. It consists of 8 units that include study guides, learning outcomes, readings, assignments like essays and presentations, and discussion boards. Assignments require applying concepts to real-world scenarios and include rubrics for grading.
Online Teaching and Learning
It is one of the most popular types of distance education
It continues to increase for the broader students
It is a part of E-learning
Online teaching is very common for secondary and higher education programs.
The population and institutions that use online learning increased over the last years.
What is Online Teaching and Learning?
Online teaching is a way to escape from the traditional classes.
Join a course or an institution which is far away from you
Study when you want, 24 hour a day and
Be more independent for your learning in your life.
Benefits from online teaching
The only thing that you have to do as a student is to have an access to a computer and Internet.
Computer is the main tool for reading and evaluation
Based on online software that includes different tools and functions
For Online teaching content is delivered synchronously and/or asynchronously.
The content is usually provides as digital textbooks and handouts, or videos etc.
Course content developed by week, section etc,
Tools and Content
Instructors have to guide students from “the other side”
They have a different and supporting role
They use email, forums, discussion boards or instant messaging to contact, interact or evaluate their students
Design and build their courses based on online software that includes different tools and functions that are easy and useful for learners.
Teacher - Instructor
Students have their own responsibilities
They have to develop their new knowledge as they interact with the online environment.
Students use their computer online to interact with their instructor
Their evaluations essays, poster, presentation have to deliver online and digital to their teachers.
Student - Learners
7
Virtual Teams and Protecting Information Assets- Case 4
The Case Assignment for this module involves your analysis of what is known, somewhat known, not known, or "known" but wrong in the area of the management of virtual teams. Since this phenomenon is relatively new, there isn't a large body of knowledge specifically about such teams. Most of the advice floating around about virtual teams comes from one or more of four types of sources:
· The small number of academically respectable research studies on virtual teams
· The very large body of research done on the management of teams generally (dating back to the 1930s and of somewhat questionable generalizability due to differences in tools, culture, society, and just about everything else)
· The modest but steadily increasing body of informal or "practice wisdom" information, generally made available through blogs or other Internet sources
· The quite large body of essentially uninformed but ready-to-be-shared opinion about the topic, also Internet-available
The first two bodies of information are generally easy to identify and distinguish; they'll be found in academic journals, conference transactions, and other such sourc.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.
BA 308Writing Assignment #1 ProblemOpportunity Identification.docxwilcockiris
BA 308
Writing Assignment #1: Problem/Opportunity Identification
This term, your team will be writing a proposal to an important partner, The Lundquist College of Business Executive Council on Experiential Learning & Leadership (ExCELL) to address a critical project to be implemented in Fall 2018. For this assignment, you will write a memo that focuses on a specific constituency and a problem on which you would like to focus. Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project.
The Executive Council on Experiential Learning & Leadership (ExCELL):
ExCEL is committed to the development of Experiential Learning & Leadership opportunities for LCB Students. They are looking for dynamic and innovative proposals that will help students develop leadership and communication skills outside of the traditional classroom setting. Their mission is to “Prepare students for the to be leaders in the workplace through experiential learning opportunities.”
Experiential learning is the process of learning (Links to an external site.)Links to an external site. through experience (Links to an external site.)Links to an external site., and is more specifically defined as "learning through reflection on doing" Experiential learning is distinct from rote (Links to an external site.)Links to an external site. or didactic (Links to an external site.)Links to an external site. learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning (Links to an external site.)Links to an external site. such as action learning (Links to an external site.)Links to an external site., adventure learning (Links to an external site.)Links to an external site., free-choice learning, cooperative learning (Links to an external site.)Links to an external site., service-learning (Links to an external site.)Links to an external site., and situated learning (Links to an external site.)Links to an external site..
Choosing a Problem/Constituency
With these criteria in mind, think creatively and broadly about leadership and experiential learning. For example, you might choose to focus on service-learning, project-based learning or outdoor education. Your task is not to come up with a solution to a problem, but rather to :
1. Describe a significant problem
2. Pick specific constituency (group of people) in the community and,
3. Provide evidence for the problem. For example, you might provide evidence for the following problems:
· Low career-readiness, job preparedness
· Lack of experience with leadership, communication or decision-making skills
· Physical of mental health of college students
Note that each of these problems has many possible solutions. That’s good. You’ll know that you have identified a problem instead of a solution when there are many possible ways to address it. We often make the mistake of offe.
A step by step guide to report writing Step 1 Choose your top.docxannetnash8266
A step by step guide to report writing
Step 1 Choose your topic
If you are given a list of topics from which to choose, select the one that interests you the most or that may have relevance to your chosen career.
If you are allowed to create your own report topic choose a subject that you want to learn more about and that interests you or is a current problem in your workplace that you wish to address.
Step 2 Read the instructions relating to your assessments as set down in your Course Guide
Always check your course guide to ensure that you are clear about what you are required to do.
• When is the report due?
• How long is it?
• What is the format?
• What is the structure?
• How does this topic relate to the course?
• How does this topic relate to the current area being studied?
Step 3 Analyse the topic
Break the topic into its component parts to understand what the main issue is that must be addressed.
Report topics can usually be divided into three sections:
• Content What is the issue or problem to be addressed?
• Instruction What have you been asked to do in relation to the topic?
• Scope How has the topic been limited – is there a focus on particular organisations/ countries /year(s)?
Underline key words and draw circles around the action/instruction words.
It is really important that you understand what the instruction words are telling you to do.
Step 4 Brain storm – what do you already know about the issue?
A brainstorm is the beginning of a mind map – these random ideas can be organised into a structured mind map that will provide you with a guide for your research and your writing.
• Using your reading, lectures and your own experiences think about what you already know about the problem/issue.
• On a blank piece of paper, write down all the ideas that you think might be related to the subject under review
• Write down where you think you need to go to get information other than from books, journals websites etc. Think about who you know in business who you might be able to interview.
Step 5 Starting your research
Although you are required to read and research widely, it is better to gain an overview of the topic by firstly reading the recommended texts – don’t go straight online unless instructed to do so by your lecturer or tutor.
The texts will give you a broad understanding of .the main ideas, writers and theories associated with the issue.
By familiarising yourself with the key concepts, the next stage of your investigation will be more targeted.
Step 6 Mind mapping
A mind map is a visual way of gathering your ideas about a particular topic.
Mind maps help you to identify the main ideas and what research needs to be conducted to provide the evidence that supports these ideas.
Your mind map is a good time management resource. It will help you focus your search for information more efficiently and to organise your ideas into a coherent and logical structure when you write your .
Interdisciplinary Healthcare Plan Presentation.docx4934bk
The document summarizes an interdisciplinary healthcare plan presentation for implementing a clinical decision support system at United Healthcare. Key points include:
1. The plan aims to address issues like documentation, information exchange, and care coordination that negatively impact patient outcomes through better interdisciplinary collaboration and use of evidence-based practices.
2. An interdisciplinary team led by a project manager would implement the clinical decision support system using Kurt Lewin's three-stage change model and transformational leadership strategies.
3. Knowledge management would be used as the team collaboration strategy to facilitate adoption of the new system.
4. An estimated $55,000 in financial resources would be required for hardware/software and staff training.
This document provides links and descriptions for purchasing assistance with various homework assignments and courses in subjects like English, communication, and healthcare. It offers immediate access to completed assignments, exams, and homework solutions without registration. The pages provide pricing and descriptions for assignments on topics ranging from goal setting and data presentation to literary analysis and nursing skills.
This document provides links and descriptions for purchasing assistance with various homework assignments and courses in subjects like English, communication, and healthcare. It offers immediate access to completed homework, exams, essays, and other works. Users can obtain help with goals for improving communication skills, data analysis presentations, and other academic tasks.
For this assessment you will create an 8-12 slide PowerPoint pre.docxtemplestewart19
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness o.
The document provides guidance on writing letters of intent and short essays for graduate school admissions. It discusses understanding the requirements, developing effective topics, brainstorming ideas, and creating a persuasive personal statement that highlights relevant experiences, goals, and fit for the program. Tips are provided on writing concisely while engaging the reader and demonstrating passion for one's field of study.
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
Self-Assessment PortfolioThis assignment asks you to reflect u.docxtcarolyn
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxedgar6wallace88877
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
This ePortfolio documents the presenter's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community building activity, time management tips, and a final project applying backwards design principles to create a lesson plan for a critical thinking course. The presenter developed an assignment asking students to write an argumentative essay intentionally including three logical fallacies to support a controversial moral claim. A rubric was created to assess students' understanding of course concepts and adherence to instructions. The presenter learned the importance of aligning assignments to course outcomes and providing students with variety in online activities.
MHR 6751, Labor Relations and Collective Bargaining 1 .docxannandleola
MHR 6751, Labor Relations and Collective Bargaining 1
Course Description
Explores labor relations, contract negotiation and administration, and bargaining unit decision making processes.
Examines social, political, and economic impact of collective bargaining and challenges to administration of a collectively
established relationship.
Course Textbook
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.).
Upper Saddle River, NJ: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe the roots of the American labor movement and its transition to the present.
2. Differentiate the challenges for unions and employers in the workplace of today.
3. Discuss the concept of collective bargaining.
4. Discuss the concept of unfair labor practices and union avoidance strategies.
5. Construct a labor agreement.
6. Distinguish among negotiation models, strategies, and tactics.
7. Judge the market factors, including wage, salary, and benefits, impact labor negotiations.
8. Compare and contrast unions' and employers' concerns with job seniority and security.
9. Distinguish among the grievance and disciplinary procedures, mediation, and arbitration.
10. Examine the future of the labor movement in the 21st century.
11. Interpret the laws impacting unions and equal employment.
12. Discuss the worldwide labor movement.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
7. Unit Assignment: Students are required to submit for grading a Unit Assignment in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with the assignment.
Specific information about accessing this rubric is provided below.
MHR 6751, Labor Relations and
Collective Bargaining
Course Syllabus
MHR 6751, Labor Relations and Collective Bargaining 2
...
I attached another student post powerpoint.Response GuidelinesRe.docxmaple8qvlisbey
I attached another student post powerpoint.
Response Guidelines
Review the posts of your peers and respond to one of them. Address the items they would like you to focus on, but make sure your feedback considers both the content of the material and its presentation. Tell them what you liked about the presentation. Make a suggestion or two for improvement. The thoughtful feedback you give your peers will not only help them improve their work but will also provide you with insights about your own work.
This is the information:
THE ETHICAL DILEMMA SPYING ON UNILEVER INTRODUCTION In Business Ethics as a Rational Choice, John Hooker cited a case study to analyze rational choice based on an issue with espionage. In 2001, John Pepper, Chairman of the Board at
Procter
and Gamble, found out that some of his contractors were spying on
Unilever
, one of his competitors. Information they found was also in the business media a day before, he discovered. Was this ethical, based on generalizable, utilitarian, and virtue ethics? Was it GENERALIZABLE? Generalizable means there must be a reason behind an action, and the action is justified for everyone (p.7). Was it utilitarian? Utilitarian analysis states that the rational choice must maximize utility (p. 6). The marketing professionals did not have to search in the trash for information since the day before they did it, similar information was already in the media. Therefore their actions were unjustifiable. no: it was not generalizable Was it virtue ethics? Virtue ethics must be consistent with broad cultural acceptable behaviors Conclusion P &G's espionage activity did not pass the code of ethics test, since it needed to pass all three to be considered rationally ethical. Therefore, John Pepper's reactions to the issue was valid and justified. Their actions failed in the generalization, utilitarian, and virtue ethics tests. The net usage of the information they found in the trash did not surpass the information found in the news, because it was the same exact information. Therefore it was useless of them to go into the trash in search of secrets. no: it was not utilitarian It is unacceptable in our culture to have our professionals diving into dumpsters to spy on other firms in order to get ahead. Especially after the information was aired in the media, why was this company conducting this espionage. no: it was not virtue ethical References Hooker, J. (2011). Business ethics as rational choice. Upper Saddle River, NJ: Pearson Education.
OK
Study Information:
·
Program Skill Assessments
Activity Context
This study helps you develop the skills to master the following course competency:
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Activity Instructions
Two key competencies that will help you throughout your academic program and business career are the abilities to communicate effectively in writing and to work accurately an.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
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This term, your team will be writing a proposal to an important partner, The Lundquist College of Business Executive Council on Experiential Learning & Leadership (ExCELL) to address a critical project to be implemented in Fall 2018. For this assignment, you will write a memo that focuses on a specific constituency and a problem on which you would like to focus. Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project.
The Executive Council on Experiential Learning & Leadership (ExCELL):
ExCEL is committed to the development of Experiential Learning & Leadership opportunities for LCB Students. They are looking for dynamic and innovative proposals that will help students develop leadership and communication skills outside of the traditional classroom setting. Their mission is to “Prepare students for the to be leaders in the workplace through experiential learning opportunities.”
Experiential learning is the process of learning (Links to an external site.)Links to an external site. through experience (Links to an external site.)Links to an external site., and is more specifically defined as "learning through reflection on doing" Experiential learning is distinct from rote (Links to an external site.)Links to an external site. or didactic (Links to an external site.)Links to an external site. learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning (Links to an external site.)Links to an external site. such as action learning (Links to an external site.)Links to an external site., adventure learning (Links to an external site.)Links to an external site., free-choice learning, cooperative learning (Links to an external site.)Links to an external site., service-learning (Links to an external site.)Links to an external site., and situated learning (Links to an external site.)Links to an external site..
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A step by step guide to report writing Step 1 Choose your top.docxannetnash8266
A step by step guide to report writing
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If you are given a list of topics from which to choose, select the one that interests you the most or that may have relevance to your chosen career.
If you are allowed to create your own report topic choose a subject that you want to learn more about and that interests you or is a current problem in your workplace that you wish to address.
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• How long is it?
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• How does this topic relate to the course?
• How does this topic relate to the current area being studied?
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Report topics can usually be divided into three sections:
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Step 5 Starting your research
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Step 6 Mind mapping
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Interdisciplinary Healthcare Plan Presentation.docx4934bk
The document summarizes an interdisciplinary healthcare plan presentation for implementing a clinical decision support system at United Healthcare. Key points include:
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2. An interdisciplinary team led by a project manager would implement the clinical decision support system using Kurt Lewin's three-stage change model and transformational leadership strategies.
3. Knowledge management would be used as the team collaboration strategy to facilitate adoption of the new system.
4. An estimated $55,000 in financial resources would be required for hardware/software and staff training.
This document provides links and descriptions for purchasing assistance with various homework assignments and courses in subjects like English, communication, and healthcare. It offers immediate access to completed assignments, exams, and homework solutions without registration. The pages provide pricing and descriptions for assignments on topics ranging from goal setting and data presentation to literary analysis and nursing skills.
This document provides links and descriptions for purchasing assistance with various homework assignments and courses in subjects like English, communication, and healthcare. It offers immediate access to completed homework, exams, essays, and other works. Users can obtain help with goals for improving communication skills, data analysis presentations, and other academic tasks.
For this assessment you will create an 8-12 slide PowerPoint pre.docxtemplestewart19
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness o.
The document provides guidance on writing letters of intent and short essays for graduate school admissions. It discusses understanding the requirements, developing effective topics, brainstorming ideas, and creating a persuasive personal statement that highlights relevant experiences, goals, and fit for the program. Tips are provided on writing concisely while engaging the reader and demonstrating passion for one's field of study.
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
Self-Assessment PortfolioThis assignment asks you to reflect u.docxtcarolyn
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxedgar6wallace88877
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
This ePortfolio documents the presenter's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community building activity, time management tips, and a final project applying backwards design principles to create a lesson plan for a critical thinking course. The presenter developed an assignment asking students to write an argumentative essay intentionally including three logical fallacies to support a controversial moral claim. A rubric was created to assess students' understanding of course concepts and adherence to instructions. The presenter learned the importance of aligning assignments to course outcomes and providing students with variety in online activities.
MHR 6751, Labor Relations and Collective Bargaining 1 .docxannandleola
MHR 6751, Labor Relations and Collective Bargaining 1
Course Description
Explores labor relations, contract negotiation and administration, and bargaining unit decision making processes.
Examines social, political, and economic impact of collective bargaining and challenges to administration of a collectively
established relationship.
Course Textbook
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.).
Upper Saddle River, NJ: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe the roots of the American labor movement and its transition to the present.
2. Differentiate the challenges for unions and employers in the workplace of today.
3. Discuss the concept of collective bargaining.
4. Discuss the concept of unfair labor practices and union avoidance strategies.
5. Construct a labor agreement.
6. Distinguish among negotiation models, strategies, and tactics.
7. Judge the market factors, including wage, salary, and benefits, impact labor negotiations.
8. Compare and contrast unions' and employers' concerns with job seniority and security.
9. Distinguish among the grievance and disciplinary procedures, mediation, and arbitration.
10. Examine the future of the labor movement in the 21st century.
11. Interpret the laws impacting unions and equal employment.
12. Discuss the worldwide labor movement.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
7. Unit Assignment: Students are required to submit for grading a Unit Assignment in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with the assignment.
Specific information about accessing this rubric is provided below.
MHR 6751, Labor Relations and
Collective Bargaining
Course Syllabus
MHR 6751, Labor Relations and Collective Bargaining 2
...
I attached another student post powerpoint.Response GuidelinesRe.docxmaple8qvlisbey
I attached another student post powerpoint.
Response Guidelines
Review the posts of your peers and respond to one of them. Address the items they would like you to focus on, but make sure your feedback considers both the content of the material and its presentation. Tell them what you liked about the presentation. Make a suggestion or two for improvement. The thoughtful feedback you give your peers will not only help them improve their work but will also provide you with insights about your own work.
This is the information:
THE ETHICAL DILEMMA SPYING ON UNILEVER INTRODUCTION In Business Ethics as a Rational Choice, John Hooker cited a case study to analyze rational choice based on an issue with espionage. In 2001, John Pepper, Chairman of the Board at
Procter
and Gamble, found out that some of his contractors were spying on
Unilever
, one of his competitors. Information they found was also in the business media a day before, he discovered. Was this ethical, based on generalizable, utilitarian, and virtue ethics? Was it GENERALIZABLE? Generalizable means there must be a reason behind an action, and the action is justified for everyone (p.7). Was it utilitarian? Utilitarian analysis states that the rational choice must maximize utility (p. 6). The marketing professionals did not have to search in the trash for information since the day before they did it, similar information was already in the media. Therefore their actions were unjustifiable. no: it was not generalizable Was it virtue ethics? Virtue ethics must be consistent with broad cultural acceptable behaviors Conclusion P &G's espionage activity did not pass the code of ethics test, since it needed to pass all three to be considered rationally ethical. Therefore, John Pepper's reactions to the issue was valid and justified. Their actions failed in the generalization, utilitarian, and virtue ethics tests. The net usage of the information they found in the trash did not surpass the information found in the news, because it was the same exact information. Therefore it was useless of them to go into the trash in search of secrets. no: it was not utilitarian It is unacceptable in our culture to have our professionals diving into dumpsters to spy on other firms in order to get ahead. Especially after the information was aired in the media, why was this company conducting this espionage. no: it was not virtue ethical References Hooker, J. (2011). Business ethics as rational choice. Upper Saddle River, NJ: Pearson Education.
OK
Study Information:
·
Program Skill Assessments
Activity Context
This study helps you develop the skills to master the following course competency:
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Activity Instructions
Two key competencies that will help you throughout your academic program and business career are the abilities to communicate effectively in writing and to work accurately an.
Similar to DB .Writing a Draft of the Personal DocumentRevising your wr.docx (16)
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
DB .Writing a Draft of the Personal DocumentRevising your wr.docx
1. DB .
Writing a Draft of the Personal Document
Revising your writing provides you the chance to ensure your
ideas are clear and effective prior to submitting the final draft.
At times it can be challenging to see problematic areas in your
own writing; this is where peer feedback can be very beneficial.
Prepare: Complete the assigned Unit 4 Reading and Learning
Activities. Preview the Unit 4 Assignment details.
Review the topic ideas and prewriting you posted to the Unit 3
Discussion Board as well as the feedback you received from
your classmates. Make any necessary adjustments to your topic,
audience, and main point. That will prepare you to write a rough
draft of your blog post.
Post: Post Your Draft
Using your prewriting ideas and feedback that helped you to
choose one topic, audience, and purpose, write a 2–3-paragraph
rough draft of your Unit 4 Assignment and post it to the
Discussion Board. This is going to be a rough draft, so do not
worry if it needs editing and revision. All drafts need work.
Include a bit of self-reflection as well so the class knows how to
best help you:
· What aspects of your draft do you think could use
development?
· What aspects of your draft do you think are strong?
· Which areas of your draft are you still working on?
· Include an open-ended question about any issue your initial
post raises which your classmates can help you with.
Respond: Respond to classmates’ postings
Make comments and ask questions about two classmates’ drafts.
Be sure to address the following points:
· What was the purpose of the document?
· Who is the intended audience?
· If you were the audience, would you be helped by the writer’s
2. points and use of personal experience? How so?
· Are there places where more needs to be said?
· Using your knowledge of the revision process, what
suggestions could you make for revising this draft?
Review a sample student Discussion Board post.
Discussion requirements
Initial post should:
· demonstrate effectively developed paragraphs
· be on topic
· be original
· contribute to the quality of the discussion
· make frequent and informed references to the unit concepts
ASSIGNMENT
Expressing Yourself Informally
For the Unit 4 Assignment, you will write a 1–1.5-page, double
spaced, informal and personal blog post on an issue that is in
some way relevant to your field of study and that you have
personal experience with.
According to The Social Psychology Network, a blog, “short for
"web log," is an online journal or record of sequential postings
with news, commentary, or other material” (2017). Like an
essay, a blog post establishes and develops a clear point about a
topic or issue. Depending on the topic, audience, and purpose, a
blog can be formal or informal. A blog written by an individual,
for example, tends to be about his or her experience with the
topic and is written in first person.
Imagine for this Assignment that you have created your own
blog site and that you are writing a post for your blog site. This
specific blog post should establish a clear main point about your
chosen topic, use your personal experience to develop that main
point, and establish a connection with your non-professional
3. audience through showing them how your experience might be
of value in helping them in some way.
Examples might include:
· If you are in the medical field and have experience with
taking care of family members who are sick, you might write a
blog post to other caretakers who are tending to family
members, perhaps showing them a way they can avoid the stress
that caretaking will create for them.
· If you are in the law enforcement field, though you may not
have experience with being a police officer, you might use your
experience as a parent to write to other parents about what they
might do to help their children to not get involved in gangs, if
you have any relevant experience with it or know people who
have.
· If you are in the field of education, you may not be an
experienced teacher with a degree, but you no doubt have
experience either as a student or parent and could write a blog
post to other first year college students, offering them a
suggestion for how to manage their time or avoid
procrastination on assignments.
Generating Ideas for Your Blog Post Topic:
· Brainstorm your experiences: What personal experiences do
you have with issues of ANY sort that are in some way related
to your field of study?
· Talk with others: Classmates, friends and family, WC tutors,
your instructors.
· Review this document for links to blogs and articles in your
field of study. Writers often identify something they want to
write about by responding to what others have written. You
might read a blog post about the causes of homelessness in the
US and then write your own blog post to people in your
community suggesting a way they might help solve this problem
in your community.
You will also be engaging in Discussion Board activities in
Units 3 and 4 to help you in your writing process.
· In Unit 3 Discussion Board, you will post as many possible
4. topic ideas as you want. Posting your possible topics, audience,
and purpose allows you to get feedback from your instructor and
classmates. This feedback will help you decide on a topic and
make any necessary adjustments before you move to the
drafting stage.
· In Unit 4 Discussion Board, you will post a draft of your blog
post and a plan for revising this draft. The feedback you receive
from your instructor and classmates will help you to revise and
strengthen your blog post and prepare it for submission as your
Unit 4 Assignment.
Be sure that your Unit 4 Assignment meets the following
requirements:
· Focuses on one specific point about the issue being written
about
· Uses personal experience to develop ideas; avoid research
· Connects with the audience and establishes relevance of the
topic to them
· Demonstrates substantial revision of the Unit 4 Discussion
Board post draft
· Uses appropriate informal language, depending upon topic,
audience, and purpose
· Is organized into 3–5 well-developed paragraphs, 1–1.5
double-spaced pages
· Utilizes transition devices to connect ideas
· Applies Standard American English and avoids distracting
grammar and punctuation errors
· Demonstrates 6th Edition APA formatting, including title page
· Cites any and all uses of source information (quotes, ideas,
paraphrases) both in the references page and in text where the
source is used
APA Formatting Video
Find out how your instructor will grade your Unit 4 Assignment
by reviewing the rubric.
Review a sample student Assignment.
5. IT 657: Final Project Guidelines and Rubric
There are two final projects for this course.
Final Project One: Board Presentation: Overview
Organizations in every industry are continually attempting to
streamline business practices and processes, efficiently allocate
resources, and improve overall
business value. More and more, information technology (IT)
provides the best solutions for organizational issues, making it
important for IT professionals to gain
an understanding of resource management and business needs,
both at the procedural and technical levels. As such, your final
project for this course centers on
the use of Enterprise Resource Planning (ERP) systems. You
will be constructing a proposal for decision-makers that
explains the function and value of such
systems and will develop a basic structure and implementation
plan for an ERP system catered to the organization outlined in
the scenario below. This project will
provide you with the opportunity to highlight the value of ERP
systems and to make recommendations for improving enterprise
resource management in an
organization.
The project is divided into five milestones, which will be
submitted at various points throughout the course to scaffold
learning and ensure quality final
submissions. These milestones will be submitted in Modules
One, Three, Five, Six and Seven. The final submissions will
6. occur in Modules Eight and Nine.
In Final Project One, you will demonstrate your mastery of the
following course outcomes:
ting, storing,
and sharing data into cohesive enterprise resource management
systems
managing enterprise resources within specific industries
ormation
systems have the potential for consolidating technologies and
successful integration into
organizationalenvironments
opportunities to improve efficiency across enterprises
terprise resource planning proposals that address
organizational needs and optimize business processes
Scenario
Imagine you are the IT director of the George Washington
School District, a 30,000-student district spanning 30
elementary, six middle, and four high schools. As
the district expands, you are continuously trying to improve the
use of technology across the schools, specifically in the areas of
resource and information
management.
7. The superintendent has informed you that the district was
awarded a $100,000 grant from the Bill and Melinda Gates
Foundation to improve technology within
the district, and the board is awaiting your determinations on
what improvements may best serve the district. After meeting
with the IT staff and talking to
faculty and staff across the district, you have decided that
integrating a district-wide ERP system would be the best use of
the grant.
Currently, data is stored centrally in the district office as well
as in each of the 40 school databases. The IT team provides
maintenance and support for the
student information system, a district portal, 40 individual
school websites, voice-over-internet protocol (VoiP), and the
individual district office departments.
The district office consists of the human resources department,
budget, maintenance and operations, accounting, information
technology, education technology,
child welfare and attendance, risk management, special
programs, and the special education department. The student
system consists of a 2014 SQL Server with
a Microsoft Access front end database. The business system is a
proprietary system that runs on an IBM AS/400 Mainframe.
Ideally, you would like to connect the following systems:
student information system, human resources system, payroll,
research and assessment, and risk
management. In order to appropriate the recent funds to
implement the ERP system, you must brief the school board at
the next meeting on your proposal and
8. the value of enterprise resource planning for the district.
Additionally, you must construct a proposal detailing how the
funds will be utilized and the steps for
implementation of an ERP system. While the board members
will be primarily concerned about your presentation and your
expected allocation of funds, IT staff
will need the detailed proposal to prepare for implementation
and potential challenges. Therefore, it is important to balance
the technical needs with the
organizational needs while drafting your written proposal in
order to connect with both audiences. Be sure to provide the
appropriate resources and examples
for support when necessary. In the professional IT world,
research is key, and supporting your claims becomes one of the
most successful means of persuasion.
Prompt
Your board presentation must address the following prompt:
What value could the ERP system provide the George
Washington School District and, in general,
how do you plan to allocate the grant funds?
Specifically, the follow critical elements must be addressed:
I. Introduction:
a) Summary of Issues: Summarize the IT issues that the district
is facing because of its lack of an ERP system. In other words,
provide a brief
assessment of the existing information systems (the
technology/software/hardware) used throughout the district and
how effective or
9. ineffective the current systems are. Explain your reasoning, and
provide examples or instances of issues to substantiate your
claims.
b) Current Business Processes: Analyze the current high-level
business processes (the procedure that each terminal, such as
each school,
employs to store and analyze information, for example) used in
relation to the flow of information shared across the district to
identify areas
that could be altered to improve efficiency.
c) Enterprise Resource Planning (ERP) Systems: Provide an
overview of enterprise resource planning systems. Specifically,
review the concepts
of ERP for board members to facilitate their understanding of
the purpose and functionality of the concepts. Be sure to
address the following
questions:
i. What is ERP and what is its purpose?
ii. What are the leading tools?
iii. What are the types of systems that you can connect to ERP
systems?
iv. What types of reporting can ERP systems produce?
II. Examples of Use: What other organizations or school
districts utilize ERP systems? Provide a brief evaluation of that
organization’s use of a particular
ERP system/tool for managing enterprise resources. To what
extent has the implementation within this organization improved
10. the management of
resources?
III. Pros/Cons of Implementing ERP: Weigh the pros and cons
of implementing an ERP system for George Washington School
District. Some areas to
consider include cost, limitations of reporting, and impact(s) on
current users and process.
A. Limitations: Assess the extent to which there are limitations
of ERP that will not allow for consolidation and successful
integration of all
existing and potential systems. Will the ERP system be able to
connect to all systems? Is there any information that might be
difficult to
obtain from the ERP system? How can you address these
limitations? Provide sources relevant to the scenario to support
your claims.
B. Key Considerations: For George Washington School District,
what are the key considerations before implementing an ERP
system? What level
of implementation needs to happen (full, partial, etc.)? What
software purchases are necessary? Will you need to purchase
software to
implement the ERP design?
C. Integration of Software and Technology:
1. Integration: How will you handle implementation? Outline a
brief big-picture plan for handling integration of software and
technology that attends to the key considerations around data
collection, storage, and sharing across the district. To what
extent
will you need to integrate different software and technologies?
11. 2. Organizational Needs: What organizational needs and factors
need to be considered when planning for integration? Will you
need
to hire a consultant to ensure proper implementation or will
your IT staff be able to support the new system? What type of
training
will be required for your users and who will have access to the
system?
IV. Closing Statement: Return on Investment: What is the goal
of the ERP system? How can the information in an ERP system
add value to the
organization? How can we ensure the implementation will be
worth the investment?
Final Project Two: Structure and Implementation Proposal:
Overview
Organizations in every industry are continually attempting to
streamline business practices and processes, efficiently allocate
resources, and improve overall
business value. More and more, information technology (IT)
provides the best solutions for organizational issues, making it
important for IT professionals to gain
an understanding of resource management and business needs,
both at the procedural and technical levels. As such, your final
project for this course centers on
the use of enterprise resource planning (ERP) systems. You will
be constructing a proposal for decision-makers that explains the
function and value of such
systems and will develop a basic structure and implementation
plan for an ERP system catered to the organization outlined in
the scenario below. This project will
provide you with the opportunity to highlight the value of ERP
systems and to make recommendations for improving enterprise
12. resource management in an
organization.
In Final Project Two, you will demonstrate your mastery of the
following course outcomes:
te software and technology used in collecting, storing,
and sharing data into cohesive enterprise resource management
systems
managing enterprise resources within specific industries
the extent to which existing and proposed information
systems have the potential for consolidating technologies and
successful integration into
organizationalenvironments
opportunities to improve efficiency across enterprises
organizational needs and optimize business processes
Prompt
Assuming that you obtained board approval to move forward
with this project, you will next create a structure and
implementation proposal that details the
steps required to complete the implementation from start to
13. finish. Remember: you are providing an implementation strategy
for IT staff that outlines the
structure and steps for successful implementation. When you
make assumptions based on the context and scenario, be sure to
identify them and explain your
reasoning. As a professional, you will want to provide support
for your assumptions and conclusions to ensure your projects
maintain validity.
Specifically, the follow critical elements must be addressed:
I. Introduction: Provide an introduction that lays the
groundwork for your proposal and tells the audience the
importance of the proposal and how, in
general, it will benefit the school district.
II. Enterprise Resource Planning (ERP):
a) Existing Systems: What existing systems will need to be
replaced, updated, or integrated with new software? Assess the
existing systems for their
potential to be successfully integrated into thenew structure.
b) Enterprise Resource System: Provide your justification and
rationale for the specific type of ERP system you have selected.
Why was the tool you
selected the best choice for the school district? What particular
aspects were appealing for providing a cohesive representation
of resources
across the district?
c) Software Integration: Which systems will you include in the
ERP? What type of information will you need to identify from
14. each system? How will
you integrate collection, storage, and sharing tools to ensure a
cohesive representation of district resources?
d) Visualization: Provide a visual representation of the overall
structure you intend to implement. This should include a view
for both board
members and IT professionals to refer to. Be sure to make
reference to any remaining systems and highlight how the new
system will allow each
remote office to link to the centrallocation.
e) Assessment of Proposed Integration: Assess the extent to
which you feel the new system will have consolidated the old
variety of disparate
systems that currently exist. How will such consolidation
improve efficiency across the district? Provide appropriate
support to your reasoning.
III. Implementation:
a) Timeline and Steps: Include a reasonable timeline for
implementation. Some things to consider: Is there sufficient
time between milestones?
What milestones and key deliverables will be required to
complete the data warehouse from start to finish?
b) Tools: What tools are available to help integrate existing
software? What criteria will you use to determine how effective
the tools are in meeting
the needs of the organization?
c) Business Processes: How will you determine the workflow of
common processes within the organization? To what extent will
the ERP system
improve efficiency of business processes?
15. Milestone One: Overview of the Implementation Process
Milestones
In Module One, you will submit a two- to three-page paper
discussing an overview of the implementation process. Provide
an overview of the implementation
process (e.g., the ERP life cycle, business process
reengineering, project management, and change management).
Discuss the role of staff, vendors, consultants,
and the organization in making the ERP implementation process
successful. This milestone is graded with the Milestone One
Rubric.
Milestone Two: Service-Oriented Architecture
In Module Three, you will submit a two- to three-page paper
discussing the three major ERP vendors: SAP, Oracle, and
Microsoft Dynamics. Compare the Service-
Oriented Architecture (SOA) in a tablet format, and discuss the
advantages and disadvantages of each system. Discuss which
system you would recommend for
your organization and your rationale and justification for your
decision. This milestone is graded with the Milestone Two
Rubric.
Milestone Three: Board Presentation
In Module Five, you will create a Board Presentation that
16. addresses the following prompt: What value could the ERP
system provide the George Washington
School District and, in general, how do you plan to allocate the
grant funds? This milestone is graded with the Milestone Three
Rubric.
Milestone Four: Implementation Proposal
In Module Six, you will submit the Implementation Proposal to
the School Board. Assuming that you obtained board approval
to move forward with this project,
you will next create a structure and implementation proposal
that details the steps to complete the implementation from start
to finish. Remember: you are
providing an implementation strategy for IT staff that outlines
the structure and steps for successful implementation. When you
make assumptions based on the
context and scenario, be sure to identify them and explain your
reasoning. As a professional, you will want to provide support
for your assumptions and
conclusions to ensure your projects maintain validity. This
milestone is graded with the Milestone Four Rubric.
Milestone Five: Presentation and Implementation Revisions
In Module Seven, you will use the feedback provided by your
instructor from Milestones Five and Six to improve the Board
Presentation and Implementation
Proposal you submitted. Assume that the Board liked your
proposal but had several questions regarding the implementation
schedule, more specific costs, and
how you would address potential roadblocks. You really want to
have a solid and bulletproof plan, so you use your feedback to
make revisions to submit to the
Board one last time. This milestone is graded with the
Milestone Five Rubric.
17. Final Submission One: Presentation to the Board
In Module Eight, you will submit the Presentation to the Board.
It should be a complete, polished artifact containing all of the
critical elements of the final
product. It should reflect the incorporation of feedback gained
throughout the course. This submission will be graded using the
Final Project Rubric One.
Final Submission Two: Structure and Implementation Proposal
In Module Nine, you will submit the Structure and
Implementation Proposal. It should be a complete, polished
artifact containing all of the critical elements of
the final product. It should reflect the incorporation of feedback
gained throughout the course. This submission will be graded
using the Final Project Rubric
Two.
Deliverables
Milestone Deliverables Module Due Grading
1 Overview of the Implementation
Process
18. One Graded separately; Milestone One Rubric
2 Service-Oriented Architecture Three Graded separately;
Milestone Two Rubric
3 Board Presentation Five Graded separately; Milestone Three
Rubric
4 Implementation Proposal Six Graded separately; Milestone
Four Rubric
5 Presentation and Implementation
Revisions
Seven Graded separately; Milestone Five Rubric
Final Submission One: Presentation to
the Board
Eight Graded separately; Final Project Rubric One
Final Submission Two: Structure and
Implementation Proposal
Nine Graded separately; Final Project Rubric Two
Final Project Rubric One
Guidelines for Submission: Your presentation does not have to
be in the form of a PowerPoint; however, should you use
another tool (such as Prezi), you must
prepare note pages with your intended speech or you must
19. record yourself presenting your visual presentation. Remember
that effective presentations contain
main points and visuals, but the heart of your presentation is in
your verbal communication. The presentation should be
approximately 10–12 slides with notes
indicating intended speech or a recording of yourself giving
your presentation. Remember, this is a professional presentation
to the district school board
members, so errors of spelling or unprofessional elements could
result in a less-than-favorable outcome for your proposal.
Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Summary of Issues Meets “Proficient” criteria, and
examples provided are
authentic to the context of the
scenario and real-world
application
Provides a brief, accurate
assessment of existing
information systems that
focuses on the issues caused by
a lack of an ERP system,
providing reasonable examples
for support
Provides a brief assessment of
existing information systems
that focuses on the issues
caused by a lack of ERP system,
but with gaps in accuracy or
examples that are not
reasonable
20. Does not provide a brief
assessment of existing
information systems that
focuses on the issues caused by
a lack of ERP system
6
Current Business
Processes
Meets “Proficient” criteria and
utilizes specific examples for
clarity of understanding the
areas for improvement
Accurately analyzes the existing
high-level business processes
and flow of information to
identify areas that could be
altered to improve efficiency
Analyzes the existing high-level
business processes and flow of
information to identify areas for
improvement, but with gaps in
accuracy
Does not analyze existing high-
level business practices and
flow of information to identify
areas for improvement
18
21. Enterprise Resource
Planning (ERP)
Systems
Meets “Proficient” criteria, and
overview is exceptionally well
articulated
Provides an accurate overview
of ERP concepts, clearly
articulating their purpose and
functionality
Provides an overview of ERP
concepts, but with gaps in
accuracy or lack of clarity in
articulation
Does not provide an overview
of ERP concepts
6
Examples of Use Meets “Proficient” criteria, and
evaluation is strengthened with
specific examples that allow for
direct comparison to
organization from scenario
Evaluates a comparable
organization’s use of ERP for
success in improving resource
management
Evaluates an organization’s use
22. of ERP, but the organization is
not comparable, or the use of
ERP is not evaluated for success
in improving resource
management
Does not evaluate an
organization’s use of ERP
6
Pros/Cons of
Implementing ERP:
Limitations
Meet “Proficient” criteria, and
sources are reliable for the
claims made and exceptionally
well catered to the specific
context of the scenario
Assesses the extent to which
there may be limitations of ERP
that would prevent full
consolidation or successful
implementation of existing
systems and utilizes relevant
sources to support claims
Assesses the extent to which
there may be limitations of ERP
23. that would prevent full
consolidation or successful
implementation of existing and
potential systems, but claims
are unsupported or overlook
relevant factors
Does not assess the extent to
which there may be limitations
of ERP that would prevent full
consolidation or successful
implementation of existing and
potential systems
18
Pros/Cons of
Implementing ERP:
Key Considerations
Meets “Proficient” criteria, and
defense of claims is particularly
well qualified with logic driven
from business context, real-
world examples, and
scholarly/professional support
Determines key business
considerations from the
scenario and research and
supports claims with examples
and sources that highlight
relevance of considerations to
increasing business opportunity
Provides key business
24. considerations, but discussion
lacks detail or does not support
claims with examples and
sources to highlight relevance
of considerations to increasing
business opportunity
Does not provide key business
considerations
6
Integration of
Software and
Technology:
Integration
Meets “Proficient” criteria, and
plan is detailed enough to
provide necessary information
to stakeholders, but not so
detailed as to dilute the high-
level plan
Outlines a brief plan for
handling the integration of
existing software and
technology with new
technology into a cohesive
system that attends to key
considerations of data
collection, storage, and sharing
Outlines a brief plan for
handling the integration of
existing software and
25. technology with new
technology, but plan would not
lead to a cohesive system or
does not attend to key
considerations of collection,
storage, and sharing
Does not outline a brief plan for
handling the integration of
existing software and
technology with new
technology
18
Integration of
Software and
Technology:
Organizational
Needs
Meets “Proficient” criteria and
evidences keen, conceptual
understanding of the
organizational needs in relation
to integrating technologies into
an ERP system
Accurately outlines the
organizational needs and
factors that need to be
considered while planning for
integration with relevant
supporting evidence
26. Outlines the organizational
needs and factors that need to
be considered while planning
for integration, but with
evidence that is not relevant or
with gaps in accuracy
Does not outline the
organizational needs and
factors that need to be
considered while planning for
integration
6
Closing Statement Meets “Proficient” criteria, and
summary of presentation
highlights the value of ERP in a
manner that is persuasive,
leading to potential buy-in and
approval
Summarizes the overall
presentation with attention to
audience and emphasis on the
value of ERP
Summarizes the overall
presentation, but summary
overlooks relevant factor(s),
does not emphasize the value
of ERP, or fails to cater to the
audience
Does not summarize the overall
presentation
27. 6
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
10
28. Earned Total 100%
Final Project Rubric Two
Guidelines for Submission: Your structure and implementation
proposal should be logically organized with all of the key
elements of a professional proposal.
There are several types of proposals (click here for a general
guideline for writing professional proposals), so you must work
to cater yours to your specific
content and audience. Your proposal must include a visual
representation of your ERP architecture or structure, as well as
properly cited sources where
appropriate. Submission lengths will vary.
Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Introduction Meets “Proficient” criteria, and
introduction is particularly well
articulated with specific
examples and logical
identification of key business
factors
Includes an introduction that
lays the groundwork for the
proposal by articulating the
business context, business
processes, and problems at
hand
Includes an introduction that
lays the groundwork for the
proposal, but lacks detail
29. around the business context
and problems at hand
Does not include an
introduction that lays the
groundwork for the proposal
10
Enterprise Resource
Planning (ERP):
Existing Systems
Meets “Proficient” criteria, and
assessment is contextualized
with supporting information
from the scenario or resources
that would apply to the
scenario
Accurately assesses the existing
systems for their potential to be
successfully integrated into a
new structure
Assesses the existing systems,
but with gaps in accuracy for
their potential to be
successfully integrated into a
new structure
Does not assess the existing
systems
9
30. Enterprise Resource
Planning (ERP):
System
Meets “Proficient” criteria, and
justification is contextualized to
the scenario with specific
examples that highlight
potential use
Justifies the selection of a
specific ERP system/software
for the district with detail
regarding the potential benefits
that were appealing for use in
the scenario
Justifies the selection of a
specific ERP system/software
for the district, but lacks detail
or does not attend to potential
benefits that were appealing for
use in the scenario
Does not justify the selection of
a specific ERP system/software
for the district
10
https://blog.pandadoc.com/how-to-write-a-proposal/
31. Enterprise Resource
Planning (ERP):
Software Integration
Meets “Proficient” criteria, and
the plan is substantially detailed
to include potential difficulties
and the specifics of integration
within the context of the
scenario
Outlines a plan for the
integration of various software
and technology for collection,
storage, and sharing data into
the new system with detailed
descriptions of how these
disparate systems will be linked
to provide a cohesive system for
viewing resources
Outlines a plan for the
integration of various software
and technology for collection,
storage, and sharing data into
the new system, but lacks detail
regarding how these disparate
systems will be linked to
provide a cohesive system for
viewing resources, or the plan
overlooks relevant factors
Does not plan for the
integration of various software
32. and technology for collection,
storage, and sharing data into
the new system
10
Enterprise Resource
Planning (ERP):
Visualization
Meets “Proficient” criteria, and
visualization is appropriate for
both board members and IT
professionals for the purpose of
implementation
Provides a clearly depicted
visualization of the overall
structure of the system that
highlights how each remote
office will link to the central
location for the flow of
information
Provides a visualization of the
overall structure of the system,
but visualization is not clear or
lacks detail regarding how each
remote office will link to the
central location for the flow of
information
Does not provide a visualization
of the overall structure of the
system
33. 9
Enterprise Resource
Planning (ERP):
Assessment of
Proposed Integration
Meets “Proficient” criteria, and
examples are specific to the
scenario or relate the scenario
to comparable instances of
efficiency
Assesses the extent to which
the proposed system will have
consolidated the old variety of
disparate systems and improved
efficiency across the district and
supports claims using relevant,
reliable sources andexamples
Assesses the extent to which
the proposed system will have
consolidated the old variety of
disparate systems and improved
efficiency across the district,
but without support from
credible sources andexamples
Does not assess the extent to
which the proposed system will
have consolidated the old
variety of disparate systems and
improved efficiency across the
34. district
10
Implementation:
Timeline and Steps
Meets “Proficient” criteria, and
timeline detail is focused on the
key deliverables required to
complete the warehouse or
milestone needs are
exceptionally well defined
Includes a reasonable timeline
for implementation that
identifies all key steps and
milestones
Includes a timeline that
identifies steps, but the
timeline is not reasonable or
not all key steps or milestones
are identified
Does not include a timeline that
identifies steps and milestones
10
Implementation:
Tools
Meets “Proficient” criteria, and
determinations are supported
with relevant examples
35. Determines available tools and
establishes valid criteria against
which the tools are determined
to be effective in assisting with
integration
Determines available tools and
establishes criteria against
which the tools are judged for
effectiveness in assisting with
integration, but lacks detail or
criteria is not valid for judging
effectiveness
Does not determine available
tools and establish criteria
against which the tools are
judged for effectiveness in
assisting with integration
12
Implementation:
Business Processes
Meets “Proficient” criteria, and
support is contextualized with
details relevant to the scenario,
relevant examples, and
scholarly resources
36. Defends the proposal in terms
of the workflow of common
processes within the
organization and the potential
to improve efficiency with
relevant support
Defends the proposal in terms
of the workflow of common
processes within the
organization and the potential
to improve efficiency, but lacks
relevant support
Does not defend the proposal in
terms of the workflow of
common processes within the
organization
10
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
37. related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
10
Earned Total 100%
Rubric Annotations
Term Context/Definition
Appropriate for both board members and IT professionals
Exceptionally well visualized to facilitate understanding across
multiple levels
of conceptual IT knowledge and experience
Reasonable The timeline points of interest are spaced in a
realistic manner without
unnecessary lapse time
Running head: DB 3
38. 1
DB 3
4
DB 3
Name of Student
Institution Name
DB 3
In the current liberal studies field, the topics of global cultures
and social/public policy have elevated debates both in social
and political frontiers. Specifically, in social and public policy
the hot topic of legalizing Marijuana in many states of U.S.A is
having an effect on both social and cultural constructs (Homel
& Brown, 2017). Also, the topic of ethnic diversity and
inclusion in higher education and wider business arena is
become imperative with the view of increasing performance in
all involved stakeholders including students and employees
(Benschop et al., 2015). Surprising, the two topics are
interrelated but provides a wider approach of the aspects they
cover, which calls for wider researches and reflection on
experiences encountered in both social and political structures.
Global cultures provide a wider ethnic diversity and it becomes
imperative for liberal studies specialists to come up with
amicable ways of ensuring inclusion especial in higher
education (Benschop et al., 2015). During my liberal studies
course, I have integrated with different students from different
ethnic and cultural backgrounds, but the challenges of inclusion
which such student’s face has been immense. This raises the
question of which strategies can be safely employed to advocate
ethnic diversity and inclusion in higher education and wider
business arena. Social and public policing is also become a hot
topic for liberal studies specialists. The topic of legalizing
39. Marijuana is receiving tied feelings, with both public and
political frontiers admonishing/upholding the legalization
policy. The issues of unemployment, financial gain, and curbing
illegal corporation which operates on illegal drugs, have been
the onset of advocating for the move (Homel & Brown, 2017). I
have been interested with policies that influences both social
and economic growth within the political constructs.
Researches communicated through blogs or research articles,
needs to identify the intended audiences to reach their purpose.
The topics of global cultures and social/public policing are best
channeled to liberal studies specialists. In the policy of
legalizing Marijuana, it becomes imperative to establish the
positive and negative impacts of the policy to the society by the
specialists (Homel & Brown, 2017). This will help in changing
critics that advocates for either positive or negative approach
towards the legalization of marijuana in both political and
social structures. Conversely, universities and college
administrators have toiled on finding effective strategies that
will advocate ethnic diversity and inclusion in higher education.
These calls for liberal studies specialists to do amicable
researches on how to effectively realize the goal of ethnic
diversity and inclusion (Benschop et al., 2015). This will
provide cultural intelligence to the involved stakeholders and
enhance ethnic diversity in different setups. The topic of ethnic
diversity and inclusion in higher education and business arena
will be my preferred topic, as it addresses the wider nature of
global cultures in effecting performance.
Prewriting Activity
Freewriting is the simplest form of prewriting strategy to
narrow down a chosen topic. The chosen topic is global cultures
with the theme, ethnic diversity and inclusion in higher
education and business arena. How do you think ethnic diversity
40. and inclusion plays an important role in higher education and
business arena? With the easy access of education and work
permits, different cultured individuals find their way to higher
education institutions or work environments hence ethnic
differences is noted. However, this influences the relation and
performance of different individuals which can influence
conflicts and differences. Therefore, it becomes imperative for
liberal studies specialists to identify the best models to
advocate for effective ethnic diversity and inclusion in these
environments. Can cultural training help?
Reference
Benschop, Y., Holgersson, C., Van den Brink, M., & Wahl, A.
(2015). Future challenges for practices of diversity management
in organizations. Handbook for Diversity in Organizations, 553-
574.
Homel, P., & Brown, R. (2017). Marijuana legalisation in the
United States: An Australian perspective. Trends and Issues in
Crime and Criminal Justice, (535), 1.
RESULTS from professor
You have chosen an interesting topic, but it reads as far too
formal for this assignment. I would suggest choosing another
topic that you can use your personal experience and write
informally about. I am here to help if you have any questions.
I have included the discussion rubric along with tips for
producing successful discussion posts. You will also find a
couple of helpful links that cover what substantive posts are and
how to produce them. Please feel free to contact me with any
questions.
https://www.drmelissaolt.com/writing-substantive-online-
discussion-posts/
https://www.elearners.com/education-resources/online-
41. learning/how-to-write-an-a-discussion-posting/
Tips for a Successful Discussion Board Post:
Create a substantive main post of at least two paragraphs that
addresses the entire discussion prompt
Respond to a minimum of two classmate's main posts with at
least a paragraph
Attempt to move the discussion forward by asking questions of
your classmates
Check for small grammar, spelling, and punctuation issues in
your posts
Unless otherwise noted, there is one or more Discussion topic
each week. You will find a detailed description of the week’s
Discussion topics under each of the units in the course.
Discussion Grading Criteria for Units 1–9
Points Possible
Points Earned
Main Post:
· Student responds to all required points in Discussion prompt
including asking a question.
· The post is on topic, original, and contributes to the quality of
the discussion.
· The post makes informed connections to the unit readings.
· The post is at least 2 well-developed paragraphs.
Deductions: (minus 4 points per area)
· Student does not respond to all required points in the
Discussion prompt.
· The post may only be partly on topic or may not make a
significant contribution to the quality of the discussion.
· The post does not make informed connections to the unit
readings.
· The post does not meet length requirements.
42. · The post may be largely unoriginal.
No Credit:
· No main post.
· Plagiarized posts will result in automatic “0” for the
Discussion grade.
20
16 Remember to address each of the main discussion
prompts. For example, discussing two possible topics, who your
audience might be, what your purpose might be, and including a
pre-writing technique.
Contributions to Discussion (engagement):
· Responses to classmates’ posts are thoughtful and on topic,
advancing the discussion.
· Student shows active engagement in the discussion (e.g.,
asking and responding to questions, posting early in the week,
posts on multiple days).
· Student exceeds the required number of responses to
classmates’ initial posts.
Deductions: (minus 8 points)
· Student makes only one participation response.
Deductions: (Minus 3 points per area)
· Responses do not significantly advance the discussion a
substantive manner.
· Student does not show an active engagement in the discussion.
· Responses may be off topic.
No Credit:
· No participation responses are made.
· No responses to classmates or instructor.
· Responses that are abusive or inappropriate will result in an
automatic “0” for the unit’s Discussion grade.
17
43. 14 Be sure to ask questions in order to move the conversation
forward. You will also need to respond to at least two
classmates' main posts each week using complete paragraphs.
Grammar/Mechanics/Style/Citation:
· Responses are clearly written in Standard American English
(SAE), and student uses a style appropriate for classroom
discourse.
· Responses are mainly free of spelling, grammar, punctuation,
and sentence structure errors.
· If sources are used, student includes signal phrases or APA
citations.
Deductions: (minus 1 point per area)
· Responses may have errors in spelling, grammar, and
punctuation.
· Responses may have errors in sentence structure which impact
meaning.
· The style many not be appropriate for classroom discourse
(not SAE, slang, text abbreviations, etc.) or responses do not
credit sources using signal phrases or APA citations when
required in the instructions.
3
1 There were a few small grammar issues. Be sure to go back
over what you have written to check for errors.
Plagiarism is a violation of the Academic Integrity Policy.
Discussion posts which are plagiarized will receive a “0.”
Comments:
40
31